WW Makers Page

Let's Do This

WW and PLSAS Students need us to start thinking differently and challenging them to be makers

Below you will find:

  • The link to the Google form to add you voice to the process of how we get this started at WW.
  • All the information, Video and links I got at the workshop I attended. Read, explore and watch as much as you want. This will be an ongoing discussion this year as we launch this innovation for our students.

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WestWood Maker's Space/Faire Data Form- Please fill out WW Staff

Charlie's Friendship Bench

How little people can make a big difference | Charlie Cooper | TEDxJCUCairns
TEDxRedmond - Priya Ganesan - Creativity in School

Creativity in schools

This is a great student talk about how we cultivate or crush creativity?

Do we say: Stop playing and get back to work. What do we mean?

WW Maker

How can we create a WW culture and cultivate makers?

Makers are:



playful: often wk on projects that show a sense of whimsy -silliness

Take risks: they are not afraid to try things that have not been done before

Responsibility: enjoy taking on projects that help other out

Persistent: they do not give up easily

Resourceful: look for materials and inspiration in unlikely places

Share: Thier Knowledge, tools and support

Optimistic: believe they can make difference in the world


Engineering Standards Vs Makers

The world of making is a great way to enter into engineering.

let kids and adults explore.

To get to engineering you have to start to play---then you tinker ---then you make —planning and analysis (math and science)

Website for higher order questions/ Examples to use with kids

Middle School Example - solving real world problems

2nd Grade example: Yr long project

8th Grade Boy's Maker faire project

Raw Video: Marshmallow Launch at the White House Science Fair

Productive Collaborative Work

Dr. Diane Heacox


Difference btwn group work and productive collaborative work


Fisher, Frey and Everlove website/ youtube channel for examples of productive group work

Expectations for Collaborative Conversations by age groups -Fisher and Frey

Grades K-2 Features • Following the rules of discussion • Moving from participation to turn taking • Sustaining discussion through questioning • Adult support

Grade 3-5 Features • Preparation for discussion • Yielding and gaining the floor • Posing and responding to questions • From explaining own ideas to explaining the ideas of others

Grade 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information

Suggestions for Productive Group Work

1. Go smaller.

2. Vary group composition.

3. Do not overuse the same grouping format.

4. Teach the skills of productive group work.

5. Particular tasks should be assigned to particular students through self-selection or by the teacher.

6. The best group tasks are complex enough that they merit the attention of more than one student.

7. Organize group tasks with sufficient degrees of scaffolding.

8. Make sure that all tasks focus on and build targeted content & skills.